Rethinking the Role of Corrective Feedback in Communicative Language Teaching

RELC Journal ◽  
2002 ◽  
Vol 33 (1) ◽  
pp. 1-34 ◽  
Author(s):  
Zhao Hong Han
Keyword(s):  
Language Teaching ◽  
Corrective Feedback ◽  
Communicative Language Teaching

Observation of Communicative Language Teaching (CLT) in a Year 3 Primary School in Johor Bahru

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Nur Hazwani Mohd Muhridza ◽  
Linda A/P V. Prapagara ◽  
Aminabibi Satanihpy@Saidalvi
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Communicative Skills ◽  
Language Classroom ◽  
Lesson Development ◽  
Meaningful Context ◽  
Field Notes ◽  
Implementation Data

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners’ communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.

Materials for Communicative Language Teaching and Learning

1987 ◽  
Vol 8 ◽  
pp. 140-163 ◽  
Author(s):  
Richard Rossner
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teaching And Learning

Surprisingly little has been written on the role of materials and the uses that teachers may make of them. General books in this area include Madsen and Bowen (1978), Cunningswoth (1984), and Sheldon (in press). The only references which particularly consider communicative langauge teaching are Grewer, Moston, and Sexton (1981), which incorprates a theoretically motivated taxonomy as well as much practical discussion, and apattison (1987), which is a practical handbook with materials in English, French, and German.

scholarly journals AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 86-97
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Speaking Proficiency ◽  
Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT),  which  gains  its  popularity  within  the context  of  EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

THE ROLE OF COMUNICATIVE LANGUAGE TEACHING(CLT) AND SITUATIONAL LANGUAGE TEACHING (SLT) IN LANGUAGE TEACHING AND LEARNING

2020 ◽  
Vol 59 (10) ◽  
pp. 34-35
Author(s):  
Giyosiddin Murotjonovich Usmonov ◽  
◽  
Sherzod Khursanalievich Shadmanov ◽  
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Specific Interaction ◽  
Communicative Language Teaching ◽  
Linguistic Competence ◽  
Teaching Approaches ◽  
Computer Aided ◽  
Traditional Language ◽  
Language Teaching And Learning

In this article the role of communicative and situational language teaching approaches is discussed. It is also discussed that different learning purposes compared with the traditional language teaching and learning, for example, Computer-aided language teaching and learning is both a big challenge and also a benefit to educators, as well as to communicative language teaching and situational language teaching. Key words: Communicative Language Teaching, Situational Language Teaching, approach, linguistic competence, communicative proficiency, specific interaction, language-speaking environment and situations

scholarly journals Exploring the Role of Translation in Communicative Language Teaching or the Communicative Approach

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092440
Author(s):  
Mohammad Adil
Keyword(s):  
Saudi Arabia ◽  
Language Teaching ◽  
Language Translation ◽  
Structured Interview ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Cross Sectional ◽  
Translation Strategy ◽  
Communicative Approach

This study aims to investigate the perception of language teachers and their experience regarding the use of translation as a language teaching approach in Saudi Arabia. The study adopted a cross-sectional qualitative design to investigate the role of translation as a communicative approach in language teaching. Data were collected through a semi-structured interview with 20 professors and lecturers who were teaching at a university in Saudi Arabia. The interview results revealed that language translation strategy is effective in developing the necessary communicative ability among Saudi language learners. Also, the use of translation should be based on the skill set and competence level. It concludes that the judicious use of the translation should be practiced for Communicative Language Teaching.

scholarly journals TEACHERS’ AND STUDENTS’ PERCEPTIONS AND CHALLENGES IN COMMUNICATIVE LANGUAGE TEACHING

2021 ◽  
pp. 307
Author(s):  
Neda Radosavlevikj
Keyword(s):  
Language Teaching ◽  
International Communication ◽  
Communicative Language Teaching ◽  
First Year ◽  
East European ◽  
Group Activities ◽  
Teachers And Students ◽  
Basic English ◽  
European University

Communicative Language Teaching (CLT) is one of the fundamental teaching methods that focus on developing learners’ communicative competence. The purpose of this study is to examine the perceptions and challenges in Communicative language teaching as well as students’ communicative competences. The participants were 10 the teachers from the Language Centre and the Faculty of Languages and Communication teaching English as a foreign language and 27 students enrolled at their first year studying different levels of English (Basic English skills Levels 2,3 and 4 as well as 5 students studying English as their major at South East European University. Majority of the students were between 18-20 years old, coming from different ethnical groups: mostly Albanian, Turks and Macedonian, enrolled at International Communication studies, Business administration, Business and economics and Computer Sciences studies.  The questionnaire was held between both students and teachers and it covers (role of students/teachers, pair and group activities, the use of native language and error and correction). The results obtained throughout this study held positive beliefs towards CLT, especially taking in consideration the roles of teachers and students, pair and group work used by teachers as main strategies to help students develop communicative competencies. 

scholarly journals Oral corrective feedback in language teaching: A historical perspective

2017 ◽  
Vol 2 (2) ◽  
pp. 7
Author(s):  
Rod Ellis
Keyword(s):  
Error Correction ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Learning Theories ◽  
Computer Mediated ◽  
Oral Corrective Feedback ◽  
Key Questions

AbstractThis paper reviews the role of corrective feedback in language teaching and learning in the last fifty years. It reports research studies on error correction from the view of different learning theories and language methods. This extensive and varied revision is used to revisit Hendrickson´s (1978) five key questions on error correction, thus guiding language teachers to inform their decisions on the treatment of learners´ errors. Finally, it suggests unexplored aspects of error correction like corrective feedback in small group work and in computer-mediated communication.Keywords: SLA, corrective feedback. ResumenEste articulo revisa el rol del la respuesta correctiva dentro de la enseñanza y aprendizaje de idiomas en los últimos cincuenta años. Se reportan estudios sobre la respuesta correctiva desde el punto de vista de diferentes teorias del aprendizaje y metodos de enseñanza. Esta revision extensa y variada sirve para discutir nuevamente las cinco preguntas de Hendrickson (1978) sobre la correccion de errores; de esta manera, guiando a los profesores de idiomas a informar sus decisiones sobre el tratamiento de los errores de los estudiantes. Finalmente, se sugieren aspectos aun no explorados en la correccion de errores como la respuesta correctiva durante los trabajos grupales pequeños y en la comunicación mediada por computadores.Palabras claves: SLA, corrective feedback.

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